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Tertiary education in Indonesia : directions for policy (Inglês)

Indonesia has made notable progress in raising attainment levels in primary and secondary school. More than 1 million additional students graduated high school in 2012 when compared with 1999, and graduation rates are expected to increase further. Major efforts are being made throughout the system to improve learning outcomes and ensure graduates have more knowledge and better skills. This progress at primary and secondary school creates more demand for tertiary education (TE). Most students (88 percent in a recent survey) profess a desire to continue studying after high school. Indonesia's TE system, however, is not well prepared to help create relevant, high-quality opportunities for this growing pool of high school graduates. Wages for those with TE are high and have remained so even as more and more workers enter the labor market with at least some TE. TE is a good investment in Indonesia, even when one attends a TE institution (TEI) of perceived low quality. Empirical analyses of labor markets do not support the anecdotes about large numbers of unemployed and underpaid workers with TE. This fact is a main general conclusion that should shape the direction of TE policy in Indonesia.

Detalhes

  • Autor

    Negara, Siwage Benveniste, Luis

  • Data do documento

    2014/06/01

  • TIpo de documento

    Documento de Trabalho

  • No. do relatório

    89301

  • Nº do volume

    1

  • Total Volume(s)

    1

  • País

    Indonésia,

  • Região

    Leste Asiático e Pacífico,

  • Data de divulgação

    2014/07/15

  • Disclosure Status

    Disclosed

  • Nome do documento

    Tertiary education in Indonesia : directions for policy

  • Palavras-chave

    high school graduate;Program for International Student;Central Bureau of Statistics;rates of return to education;quality and relevance;gross tertiary enrollment;labor force participation rate;higher returns to education;quality of higher education;highquality basic education;efficient use of resource;Levels of Educational Attainment;community college;Labor Market;high school diploma;graduation rate;labor force composition;high school student;labor market analysis;number of workers;quality of information;supply of worker;tertiary enrollment rate;labor market success;supply of graduate;civil service requirement;school to work;factor of production;accumulation of experience;elasticity of demand;advanced human capital;student financial aid;internationally competitive level;quality of education;quality assurance system;quality secondary school;quality assurance process;share of enrollment;labor market demand;quality and efficiency;important policy;student financial assistance;labor force survey;labor market outcome;ethnic minority groups;salary for teacher;labor productivity increase;public sector employment;private sector employment;lack of autonomy;implications for policy;labor market trend;years of schooling;demand for graduate;private higher education;basic education cycle;impact of policy;highly skilled worker;education level;senior secondary;age cohort;academic rigor;average earning;tertiary graduate;university program;positive return;income quintile;institutional autonomy;

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